Digital divide: input for methodological strategies in critical reading

Abstract

This research sought to identify and compare the digital gaps and critical reading performance of sixth grade students of the Adventist schools Villavicencio and Granada in the department of Meta and Maranatha in San José del Guaviare, in Colombia, in order to develop methodological strategies aimed at strengthening some critical reading skills. The study was conducted with a mixed approach of exploratory scope, which included the design, application and validation of internal consistency using Cronbach's Alpha, of an instrument to obtain the digital gaps. The analysis of critical reading performance showed that there are no significant differences in the results achieved by students in the tests administered from their place of residence and those applied under the alternating modality. Regarding digital gaps, it was found that all students have access to electronic devices and the Internet, some presented a digital use gap. Also, a competency gap was identified due to the daily dedication to social networks and online games. These findings were input for the methodological strategies mediated by technology with which to capture the interest of students in the academic processes.